CURRICULUM VITAE

DR. ROBIN GENE MARUSHIA

rmarushia@gmail.com
1-416-529-6996 (mobile)
Permanent Resident of Canada, US Citizen

EDUCATION
2009-2012 Postdoctoral Researcher (Plant invasion ecology) University of Toronto Scarborough
Advisor: Dr. Marc Cadotte
2009 PhD, Plant Biology (Plant invasion ecology) University of California, Riverside
Advisor: Dr. Jodie Holt
Dissertation: “Phenology of Brassica tournefortii as a basis for invasiveness and control.”
2004 MS, Plant Sciences (Plant invasion ecology) University of California, Riverside
Advisor: Dr. Jodie Holt
Thesis: “Seed dispersal and seedling establishment patterns in the invasive thistle Cynara
cardunculus.”
2000 BA, Biology, Secondary Education Cert. English Minor Gonzaga University, Spokane WA

UNIVERSITY AND COLLEGE INSTRUCTION

2018 Faculty Associate Arizona State University (Tempe)
General Biology II (BIO182, First year majors & nonmajors, Life Sci.)
As the instructor for this online-only, accelerated course (7.5 weeks), I delivered pre-recorded online
lectures and activities through Blackboard and an adaptive learning courseware program, Cogbooks
(www.cogbooks.com), as well as online labs conducted through Labster (www.labster.com). I
administered three online, multiple-choice exams through Blackboard and a remote proctoring service,
RPNow (www.softwaresecure.com/rpnowuniversity-asu). I supported students’ learning and academic
success through course announcements, email, and office hours conducted through the meeting
platform Zoom (zoom.us). I also coordinated two TA’s in grading, troubleshooting, and student
support.
Instructional Professional, School of Life Sciences Arizona State University (Tempe)
I developed and delivered an innovative, student-centered first-year majors biology program based on a
‘semi-flipped,’ structured, active learning environment. In cooperation with my co-instructor, teaching
assistant, administrators, and many others, I managed a complex system of instruction, assessment, and
student support to successfully carry out introductory coursework in life sciences. I developed or
redeveloped curriculum and interactive lectures for 500+ first-year students. I coordinated, supervised,
and mentored graduate and undergraduate teaching assistants in the development, improvement, and
delivery of ~25 hands-on recitation sections in active learning environments. I oversaw lab
coordinators and the successful execution of biology labs. I collaborated with departmental technology
specialists and administrative staff to develop digital resources, and to employ formative assessments
of student learning with rapid feedback through our learning management system (Blackboard). I
worked closely with student SI (Supplemental Instruction) leaders to align student review sessions with
the course goals and evaluation methods. I partnered with Life Sciences Advising to target student
needs and support students at both the programmatic and individual levels. I developed different modes
of evaluation (e.g. online assessments and in-person exams) employing all levels of Bloom’s
Taxonomy and difficulty, utilizing scenario-based critical thinking and problem solving. I partnered
with co-instructors and administrators to resolve all student conflict related to my courses, including
academic dishonesty, grade disputes, absences, etc. I coordinated 36 faculty in the School of Life
Sciences (SoLS) to deliver small-group learning experiences in the freshman seminar course, and
assisted and advised faculty in the design and implementation of active learning environments and
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diverse student resources. I participated in the pedagogical and curricular development of first-year
biology courses with a team of faculty, instructors, advisors, and administrators, and evaluated the
success of first-year life sciences courses using summative assessments, student polling and feedback,
and university-led course evaluations. Individual courses are detailed below.
2017 Conceptual Approaches to Biology for Majors I (BIO281, First year majors, Life Sci.)
Required pre-requisite for all Life Sciences courses. Taught in two Modules, this course was based on
five core concepts and six core competencies derived from the NSF’s Vision and Change guidelines. It
covered the themes and concepts that underlie the molecular biology of cells and multicellular
organisms as well as the biological processes that shape biodiversity. I taught both Modules, titled
‘Could There be Life Out There?’and ‘Why Have Sex?’ (~28 lectures), building the idea of diversity as
a theme of life at all scales, from DNA mutation through genotype/phenotype patterns to evolutionary
processes, concluding with phylogenetics. The course was highly structured and integrated across
several course components, with pre-class quizzes (and retakes), practice exams (and retakes), case-
study and problem-based recitations, and hands-on laboratories aligned in content and assessment.
Active learning methods and applied assessments using real case studies were central, and all lectures
and recitations involved student response through clickers and discussions.
2016 Conceptual Approaches to Biology for Majors II (BIO282, First year majors, Life Sci.)
Required pre-requisite for all Life Sciences courses, same format as the above. Taught in two Modules,
this ‘semi-flipped’ course builds upon established conceptual foundations and covers the themes and
concepts underlying organismal biology, with an emphasis on physiology and ecology. I taught the
first Module,‘Why Does Climate Change Matter?’ (~14 lectures), investigating the role of resources
and adaptations in the ecological success of individuals, populations, and communities, and the
potential impacts of climate change to all of these.
2016 Life Sciences Career Paths (BIO189, First year majors & nonmajors, Life Sci.)
A first-year seminar course for incoming School of Life Sciences (SoLS) which provided students with
the skills and tools necessary to be successful in university. I redeveloped and conducted the course in
cooperation with SoLS Academic Advising. I focused on building community and a sense of belonging
amongst the incoming life sciences first-year students, and between first-year students and more senior
mentors. Weekly lecture periods discussed key hurdles for early-career students, including goal-setting,
study skills, time management, theories of mind, and mapping alternative academic and career paths,
but focused on student-to-student discussion in small groups with peer mentors. I also partnered with
research faculty in SoLS to introduce research opportunities and career options. Students spent the last
five weeks of the course in a small-group recitation with one of 36 faculty members exploring topics in
different subfields of biology.

Instructor, Department of Biological Sciences University of Toronto Scarborough

I utilized student-centered teaching and learning throughout my lectureships at the University of
Toronto Scarborough. I summarize some of the highlights of my teaching and note pedagogical
approaches and teaching tools. These approaches include active learning, the development of critical
thinking, reflection and metacognition, and scaffolding concepts and skills. I also illustrate some of the
approaches I consider innovative. These include independent projects, experiential learning,
collaborative learning, problem-based/case study learning, and learning by teaching.
2016 The Role of Zoos in Conservation (BIOC62, Third year majors, Bio. Sci.)
This course, in collaboration with scientists and staff at the renowned Toronto Zoo, offered students
multiple perspectives on the role of zoos in the conservation of endangered animals and plants.
Lectures were taught by Toronto Zoo experts on diverse subjects, from captive breeding and
reintroduction to animal nutrition and outreach programming. Tutorials were newly created or updated
for 2016, some taught by myself and some by the TA, and included prepared debate, in-class problem-
solving and data analysis, student-led presentations, among other active learning approaches. Students
also participated in “Visible Zoo” and “Behind the Scenes” field trips coordinated between myself and
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Toronto Zoo experts. Assessments included written essays on zoo-conserved species chosen by
students, in/out-of-class assignments, and exams with written, multiple choice, and data analysis
components.
2016 Ecology and Evolutionary Biology Laboratory (BIOB52, Second year majors, Bio. Sci.)
The Ecology and Evolution Lab requires the Ecology lecture course (below) as a co-requisite, and is
composed of a one-hour lecture and 4-hour lab component. I taught the lecture to support and enrich
the lab experience by connecting theory to relevant research and real-life application to give the
laboratory context and relevance. There is no discrete assessment for the lecture portion; instead,
assessment from this course comes from written quizzes and lab papers covering both theory and lab
protocols and/or data.
2015-2016 Ecology (BIOB50, Second year majors, Bio. Sci.)
Biology core course, 24 lectures and 3 tutorials (TA assistance). Introducing the principles of
ecological science, this course investigated the interactions between organisms and their environment
at several scales. Subjects were united by universal themes in biology: limiting resources, natural
selection, and fitness, and demonstrate theory with both local and global examples. Special attention
was given to building students’ knowledge from first-year Biology by developing concepts and
examples presented in Life on Earth. Lectures included interactive problem-solving and discussion
slides and online supplements. Assessment by exams utilized applied scenario-based multiple choice
and select short-answer questions. Tutorials provided content review and introduced the process of
literature research. Students worked in small groups to investigate the scientific basis of current news
media stories on subjects in ecology. Assessment was through a concise paper on the relationship
between students’ chosen news media article and relevant peer-reviewed research literature.
2014-2016 Life on Earth: Form, Function and Interactions (BIOA02, First year majors & nonmajors, Bio. Sci.)
Required pre-requisite for all Biology courses. This course is split into 3 separate 1-month modules. I
instructed the third module, Ecology & Biodiversity (12 lectures). Topics include fungi, animal
behaviour, population ecology, community ecology, and ecosystems ecology, weaving aspects of
conservation biology throughout. The exploration of repeated examples through different topic
perspectives was used to demonstrate and test ecological principles. Course structure dictated
assessment of the Module by one multiple-choice exam. Course lectures included interactive ‘quiz’,
problem-solving, and discussion slides, ‘think-pair-share’, and online supplements such as videos and
interactive resources. Students in this course noted the in-class group question/answer sessions as
especially valuable. Support was provided through my in-person office hours and group discussion and
email.
2011-2013, Community Ecology and Environmental Biology (BIOC61, Third year majors, Bio.Sci.)
2015 I independently developed the curriculum, 24 lecture hours and 36 tutorial activity hours for up to 60
students in a third-year community ecology course, fall terms. Course provided classic, foundational
theories in community ecology integrated with the most current and relevant scientific literature.
Lectures engaged students with practice questions, ‘think-pair-share’, and group discussion. Tutorials
include local field trips, peer-teaching activities, writing exercises in data interpretation and
application, and self-directed independent assignments in ‘forum’ style opinion writing, profiling
ecological communities in the field, group presentations, and probability models. Multiple-choice,
short answer, and essay exams.
2013 Instructor, Department of Geography University of Toronto Mississauga
Restoration Ecology I (ENV495, Fourth year majors, Program in the Environment)
A unique, cross-disciplinary course teaching applied, ecological restoration based in community
ecology theory, population biology, and environmental science. 24 lecture hours and 12 tutorial
activity hours for 30 students, fall term. Content focused on ecological succession and community
assembly processes, the nature of disturbance, and human value systems in restoration and ecosystem
management. We explored basic approaches and methods for restoration of ecosystems ranging from
mildly degraded to destroyed, and the restoration of rare and endangered species populations. Tutorial
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activities/assignments prioritized restoration project case studies in different ecosystems and with
contrasting goals. Cooperative learning was emphasized through group work, such as role-playing as
stakeholders, reflective reading and debate, and independent group assessments of restored oak
savannah communities in High Park, Toronto, via photojournals and presentation. Exam assessment
included multiple-choice, short answer, and essay components.
2013-2014 Instructor, Centre for the Built Environment Seneca College, King City, ON
Biology – Field Ecology & Identification II (BFE211, Diploma majors)
BFE211 was a key component of Seneca’s innovative Environmental Technician - Sampling and
Monitoring (ESM) program, designed to produce skilled ecological and environmental field
technicians. I developed a novel curriculum for this 7-week, 50-hour course. BFE211 was a beginning
botany course focusing on plant morphology, ecology, and hands-on plant identification. Students also
demonstrated the ability to sample and identify a wide variety of common trees, shrubs, vines and forbs
in classroom, field, and through plot and transect protocols. Activities and assessment included lectures
integrated with practice questions and hands-on instruction, written quizzes, group and independent
field sampling, indoor/outdoor practicals, and a final herbaria-quality pressed botanical collection
project of 30 local species.
2013-2014 Instructor, Koffler Scientific Reserve at Joker’s Hill University of Toronto, King City, ON
Co-operative Research (COR200, Diploma majors)
A novel course designed for Seneca’s new ESM program (see above). COR200 was a collaborative
effort between Seneca’s ESM program and the Koffler Reserve, providing 14 hours of class and field
instruction in invasive species mapping and monitoring. Students demonstrated identification of key
invasive plant species, such as Vinca minor, Alliaria petiolata, and Vincetoxicum rossicum, and created
polygon maps of populations at the Seneca King Campus and the Koffler Scientific Reserve using
handheld GPS devices, Google Earth, and ultimately, the Early Detection and Distribution Mapping
System, EDDMaps (http://www.eddmaps.org/). Activities included indoor/outdoor lectures, hands-on
instruction, and small-group field exercises. All exercises were capped by group discussion and review
of learning outcomes and applications. Assessments included written briefs, protocol proposals,
accurate field records, and production of useful maps and .gpx datasets.
2012-2013 Instructor, Department of Biological Sciences University of Toronto Scarborough
Ecology from the Ground Up: an iExplore Course (First-year nonmajors, any dept.)
A noncredit experiential-learning field course competitively funded by UofT’s iExplore initiative.
Ecology from the Ground Up provided undergraduates the opportunity to become plant ecology
researchers in an important global experiment: the Nutrient Network (NutNet). Students participated in
collecting field data on the NutNet experimental site at the Koffler Scientific Reserve, and then worked
directly with NutNet database to reproduce some of NutNet’s most notable findings. Students
integrated their experience with critical reading of NutNet publications, and proposed and investigated
new studies, analyses, or questions that can be answered by the Network. In four intensive days,
students experienced the research process from protocol to publication.

CONTINUING / ADULT EDUCATION

2018 Volunteer Guided Walk Leader, Rouge National Urban Park Toronto, ON
Although I had previously educated other walk leaders, in 2018 I joined the Volunteer Walk Leader
group to serve my community and share my expertise with visitors to the Rouge. As the Rouge Park is
now part of Parks Canada, I completed a rigorous 6-month training program, including CPR
certification, Ontario Hike Leader certification, and sensitivity training. Currently I lead walks for both
families and adults on exploring with five senses, botany basics, and evolution.
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2015 Workshop Instructor, Rouge Park Toronto, ON

The Rouge Park, a unique urban wilderness area, maintains one of the most popular volunteer-run
public outreach programs in Greater Toronto. I was contracted by Rouge Park to lead two half-day
volunteer training workshops in the identification of local non-woody plant species. Workshops
included 1 hour of classroom instruction in basic plant biology, including major plant functional groups
and key traits. We then spent 3+ hours on Rouge Park trails learning how to use field guides, hand
lenses, and traits to identify common non-woody species. In addition, I produced a pamphlet-size field
guide to particular Rouge plant species, grouped by interest (‘Don’t Touch!’, ‘In the Shade’, etc.),
intended for the Park to provide to future volunteers.
2011-2014 Instructor, Koffler Scientific Reserve at Joker’s Hill University of Toronto, Cont. Education
Natural History of the Oak Ridges Moraine (2155-004, Continuing Education)
A Continuing Education noncredit course, 100 hrs winter-spring. This unique course was renowned
for its broad, comprehensive treatment of basic biology, ecology, and environmental science in the
context of an exceptional ecological resource: the Oak Ridges Moraine. Taught equally in classroom
& field, I connected observations of the local flora and fauna with fundamental scientific principles
and current ecological issues. Students identified trees, plants and animals through 3 seasons, and
integrated their place-based knowledge with ecological processes and anthropogenic impacts that
govern local biodiversity. Guest lecturers included University of Toronto faculty and local experts in
birds and reptiles. I used interactive lectures/discussions, field sampling, directed lab/classroom
activities, collections, and peer instruction throughout. Additional published resources and
opportunities for research and advocacy were provided through a course website.

UNIVERSITY ADMINISTRATION
2016 Course Coordinator, Topics in Applied Biodiversity University of Toronto Scarborough
Coordinated instructors, syllabi, and student assessment for three week-long all-day identification
courses offered through UTSC’s Master’s in Conservation and Biodiversity. I set the expectations
and criteria for the written assessment and coordinated instructor marking and grade submission
for in-class participation and practicals.
2012-2013 Course Coordinator, First-Year Biology University of Toronto Scarborough
Coordinated all faculty (6), staff (2), and teaching assistants (34 – 36, 14 – 16 per term) associated
with BIOA01 and BIOA02, UTSC’s flagship courses in basic Biology. I coordinated Lectures and
Practicals for up to 852 students per term, Fall 2012 and Winter 2013. I produced course schedules,
syllabi, lab manuals, assignments, TA teaching and marking materials, and created and maintained
the course websites. I was responsible for all non-teaching academic concerns for students,
including Lecture and Practical marks, exams, academic integrity, and both TA and student
advising. As the central point of communication, I also coordinated with other student support and
administrative units across the University. I implemented several improvements to first-year
Biology, such as raising the quality and standards of the Lab Manuals and Practical assessments,
introducing Facilitated Study Groups to support student academics, and involving all faculty in
final exams. In cooperation with the other faculty, staff, and TA’s involved, I was responsible for
the successful administration and completion of first-year Biology courses.
2010-2013 Assoc. Director for Outreach & Education, Koffler Scientific Reserve at Joker’s Hill, U. of T.
Carried out the education and outreach mission of the Koffler Scientific Reserve. I managed the
educational activities of the Koffler Scientific Reserve at Joker’s Hill, including coordination of
undergraduate field trips and field-based coursework, and managing the classroom and general-use
lab space. I collaborated with university faculty to develop effective outdoor learning and research
activities for undergrads in ecology and the environmental. I also designed and coordinated the
Reserve’s public outreach program, including Nature Walks and Workshops. I taught KSR’s
exclusive Continuing Education course, Natural History of the Oak Ridges Moraine (see above,
Teaching). I directed the use and maintenance of the KSR public trail system, and coordinated
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involvement of the Joker’s Hill Naturalist Volunteer Corps on the reserve. Finally, I supported the
Reserve as a general administrator and contributed to the general growth, development, and
promotion of the Koffler Scientific Reserve as a scientific, educational, and conservation resource.

GOVERNMENT AGENCY AND POLICY EXPERIENCE

2006 Agricultural Technician III, CA Dept. of Food and Agriculture
California Noxious Weed Program & Weed Management Areas
2001 Biological Technician, US Forest Service, McCall, ID
2001 Biological Technician, Idaho Fish and Game, McCall, ID
2000 Biological Technician, Bureau of Land Management, Spokane, WA

GUEST LECTURES
2011-2012 Guest Lecturer, Department of Geography University of Toronto Mississauga
Restoration Ecology – 4 year undergraduates.
th

Provided 2 – 3 hour lectures on restoration ecology and methods in arid ecosystems

2010-2011 Guest Lecturer, Department of Biological Sciences University of Toronto Scarborough
Ecology – 2 year undergraduates
nd

Provided 1- hour lectures on landscape ecology and conservation planning.

GRANTS AND FELLOWSHIPS

iExplore Experiential Education Initiative, University of Toronto, Summer 2012 & 2013
Eastern Asia and Pacific Summer Institute Fellow, National Science Foundation, Summer 2008
California Deserts Research Foundation Grant Recipient, 2006
Miller Award in Plant Sciences, 2006
Dean’s Fellowship for Graduate Research, UC Riverside, 2001
Presidential Scholarship, Gonzaga U. 1996 – 2000
McDonald Award in Biology, Gonzaga U., Fall & Spring 1997, Fall 1998, Fall 1999.
Murdock Grant for Undergraduate Research, Gonzaga U., Summer 1999.
Associated Western Universities Fellowship Award, Summer 1998.

AWARDS AND HONORS

W.W. Thompson Award for Outstanding Research, Dept. of Botany and Plant Sciences, UCR, 2009
Research Presentation Award, UCR Graduate Student Association Annual Conference, 2007
Best Presentation Award, Dept. of Botany and Plant Sciences, UCR Botany Graduate Retreat, 2003 and 2007
President’s List 5 semesters, Dean’s List 2 semesters, Gonzaga U., 1996-2000

PEER-REVIEWED PUBLICATIONS
Cadotte, M. W., S. W. Livingstone, S.L.E. Yasui, R. Dinnage, J.T. Li, R. G. Marushia, J. Santangelo and W. Shu.
2017. Explaining ecosystem multifunction with evolutionary models. Ecology 98: 3175-3187.
Seabloom, E., E. Borer, Y. Buckley, E. Cleland, K. Davies, J. Firn, W.S. Harpole, Y. Hautier, E. Lind, A.
MacDougall, J. Orrock, S. Prober, P. Adler, T. Anderson, J. Bakker, L. Biederman, D. Blumenthal, C.
Brown, L. Brudvig, M. Cadotte, C. Chu, K. Cottingham, M. Crawley, E. Damschen, C. D'Antonio, N.
DeCrappeo, G. Du, P. Fay, P. Frater, D. Gruner, N. Hagenah, A. Hector, H. Hillebrand, K.S. Hofmockel,
H. Humphries,V. Jin, A. Kay, K. Kirkman, J. Klein, J. Knops, K. La Pierre, L. Ladwig, J. Lambrinos, A.
Leakey, Q. Li, W. Li, R. Marushia, R.G. McCulley, B. Melbourne, C. Mitchell, J. Moore, J. Morgan, B.
Mortensen, L. O'Halloran, D. Pyke, A. Risch, M. Sankaran, M. Schuetz, A. Simonsen, M. Smith, C.
Stevens, L. Sullivan, E. Wolkovich, P. Wragg, J. Wright, and L. Yang. 2015. Plant species’ origin predicts
dominance and response to nutrient enrichment and herbivores in global grasslands. Nature
Communications. 6:7710.
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Srivastava, D.S., M.W. Cadotte, N. Mirotchnik, R.G. Marushia and A.M. MacDonald. 2012. Phylogenetic diversity
and the functioning of ecosystems, Ecology Letters, 15: 637–648.
Marushia, R.G., M.L. Brooks and J.S. Holt. 2012. Phenology, growth, and fecundity as niche determinants in
closely related non-native taxa. Invasive Plant Science and Management, 5:217-229.
Marushia, R.G., M.W. Cadotte, and J.S. Holt. 2010. Phenology as a basis for management of exotic annual plants
in desert invasions. Journal of Applied Ecology, 47: 1290–1299.
Marushia, R.G. and Allen, E.B. 2009. Control of exotic annual grasses to restore native forbs in abandoned
agricultural land. Restoration Ecology. 19: 45–54
Marushia, R.G. and J.S.Holt. 2008. Reproductive strategy of an invasive thistle: Effects of adults on seedling
survival. Biological Invasions 10: 913-924.
Marushia, R.G. and J.S.Holt. 2006. The effects of habitat on dispersal patterns of an invasive thistle, Cynara
cardunculus. Biological Invasions 8: 577-593.

OTHER PUBLICATIONS
Marushia, R.G. 2006. Parasitic Weed Found in California! Noxious Times, Summer 2006. California Interagency
Noxious and Invasive Plant Committee.
Marushia, R.G. and J. Leak-Garcia 2006. Did You Know? Artichoke Thistle. Noxious Times, Fall 2006. California
Interagency Noxious and Invasive Plant Committee.
Marushia, R.G. 2006. Sahara Mustard Invasion History and Patterns in Southwest Deserts. The Plant Press, Feb.
2006. Arizona Native Plant Society. Page 6. Publication of invited presentation.
Holt, J. S., R.G. Marushia, V. Lee, R. Tayyar, M.R. Trader, and M.L. Brooks. 2006. Phenology of invasive
mustards: Why does Sahara mustard (Brassica tournefortii) invade southwestern US Deserts? Weed Sci.
Soc. Amer. Abstr., Ann. Meeting.
Marushia, R.G. and J.S.Holt. 2005. Phenology of Brassica tournefortii in comparison to B. nigra, B. geniculata,
and native Mojave desert annuals. Proc. Calif. Invasive Plant Council, Annual Symposium, P. 58.
Marushia, R.G. and J.S.Holt. 2004. Seed dispersal and patterns of seedling establishment in Cynara cardunculus.
Ecol. Soc. Amer. Abstr., Ann. Meeting, Available on CD.
Marushia, R.G. and J.S.Holt. 2003. Patterns of seedling establishment in artichoke thistle, Cynara cardunculus.
Proc. Calif. Invasive Plant Council, Annual Symposium, Vol. 9, p. 59-60.

INVITED PRESENTATIONS
“Are stressful ecosystems invasible? Global patterns and pressing questions.” R.G. Marushia and M.W. Cadotte,
Dept. of Biology, Trent University, Peterborough, ON. March 2012.
“Impacts and management of the invasive forbs Brassica tournefortii and Erodium cicutarium in desert annual
communities: a comparison.” R.G. Marushia and J.S. Holt. California Desert Research Symposium,
University of Redlands, Redlands, CA. November 2008.
“Controlling Sahara mustard invasion: is there a silver bullet?” R.G. Marushia and J.S. Holt. The Science of
Monitoring and Management 2008 Symposium, UC Riverside, Palm Desert CA. May 2008.
“Sahara Mustard Invasion History and Patterns in Southwest Deserts.” R.G. Marushia, M.L. Trader, V. Lee, R.
Tayyar, M.L. Brooks and J.S. Holt. Southwest Vegetation Management Association Meeting, Phoenix, AZ.
Nov. 2005.

OTHER PRESENTATIONS

“Clash of the Titans: Predicting the coexistence of two dominant invaders.” R.G. Marushia, M. Ton and M.W
Cadotte. Presentation, 1st Joint Conference, Can. Soc. Ecology & Evolution, Can. Soc. Zoology, Soc. Can.
Limnologists, Montreal QC. May 2014.
“Are stressful ecosystems less invasible? Global plant invasion patterns, research gaps, and consequences for
conservation.” R.G. Marushia and M.W. Cadotte. Presentation, Ecological Society of America 98th Annual
Meeting, Minneapolis, MN. Aug. 2013.
“Phenology as a basis for management of exotic annual plants in desert invasions.” R.G. Marushia, M.W. Cadotte,
and J.S. Holt. Presentation, Ecological Society of America 95th Annual Meeting, Pittsburgh PA. Aug. 2010.
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“Impacts, management and response of invasive annuals in desert communities: a comparison.” R.G. Marushia and
J.S. Holt. Presentation, California Native Plant Society 2009 Conservation Conference, Sacramento, CA.
Jan. 2009.
“Sahara mustard invasion in deserts: Why is it so successful?” R.G. Marushia and J.S. Holt. Presentation, Botany
and Plant Sciences Graduate Student Retreat, UC Riverside, Riverside, CA. May 2007.
“Effects of soil and vegetation treatments in the restoration of Riverside County old fields.” R.G. Marushia and
E.B. Allen. Presentation, UC Riverside Graduate Student Association Annual Conference, UC Riverside,
Riverside, CA. Feb. 2007
“Testing methods of weed management in the restoration of Riverside County agricultural lands.” R.G. Marushia
and E.B. Allen. Poster, California Invasive Plant Council Symposium, Sonoma, CA Oct. 2006.
“The effects of soil and vegetation treatments in restoration of Riverside County old fields.” R.G. Marushia and
E.B. Allen. Presentation, California Society for Ecological Restoration Annual Conference, Bass Lake,
CA. Oct. 2005.
“Differential phenology of invasive mustards and the natives at risk: How does Sahara Mustard succeed in
southwestern deserts?” R.G. Marushia, M.L. Trader, V. Lee, R. Tayyar, M.L. Brooks and J.S. Holt. Poster,
California Invasive Plant Council Symposium, Chico, CA. Oct. 2005.
“Seed dispersal and patterns of seedling establishment in the invasive thistle Cynara cardunculus.” R.G. Marushia
and J.S. Holt. Presentation, Ecological Society of America Annual Conference, Portland, OR. Aug. 2004.
“Patterns of seedling establishment in artichoke thistle, Cynara cardunculus”. R.G. Marushia and J.S. Holt.
Presentation, California Invasive Plant Council Symposium, Lake Tahoe, CA. Oct. 2003.
“Potential adaptations for dispersal and establishment in Cynara cardunculus.” R.G. Marushia and J.S. Holt.
Presentation, Botany and Plant Sciences Graduate Student Retreat, UC Riverside, Riverside, CA. May
2003.

RESEARCH
2010-present Koffler Scientific Reserve at Joker’s Hill, Univ. of Toronto
Nutrient Network: a Global Research Coop. (member site) (Ongoing research)
Collaborative oversight of the Koffler Reserve Nutnet site with Dr. Marc Cadotte. The Nutrient
Network (NutNet) is a grassroots, cooperative research effort of more than 60 grassland sites
worldwide, coordinated to address fundamental theoretical and applied questions in ecology.
Nutnet has produced a unique global dataset to inform general productivity-diversity relationships,
biodiversity, and human impacts from eutrophication in terrestrial ecosystems. Under my oversight
and direction, the KSR site completed 5 years of a projected 10-year+ protocol through personnel
and volunteer coordination, fieldwork, data entry and general research management, and
treatment/field assistance from PhD students Carlos Arnillas Merino, Anna Simonsen, and Russell
Dinnage.

Undergraduate students mentored: 40+

Research credit (1)
Ecology from the Ground Up students (18)
Volunteer undergraduates (22+)
Restoration of Red Pine Plantations
In cooperation with Dr. Monika Havelka of UofT Mississauga, directed UTM undergrads in a pilot
project to restore red pine (Pinus resinosa) plantations on the Koffler Reserve as a research and
teaching tool for undergraduate and graduate students. Students conducted a literature review of
pine plantation restoration and an ecological survey of KSR’s plantation sites in order to make
recommendations on the site, scope, and goal of pine plantation restoration at the Koffler Scientific
Reserve. Project was funded on a UTM undergrad research grant
Undergraduate students mentored: 4
Research credit (2)
Volunteer undergraduates (2)
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Research and Infrastructure Mapping at the Koffler Scientific Reserve

In collaboration with Dr. Art Weis, all current and former research sites at the Koffler Scientific
Reserve were mapped and archived to document and monitor land use and assist with future
planning and research.
Undergraduate students mentored: 1
Research credit (1)
2009-2016 University of Toronto, Scarborough
Role of Phylogenetic Diversity in Regulating Plant Communities with Resource Variability
and Unpredictability
Do more phylogenetically diverse plant communities survive stressful regimes of resource
availability better than those that are less diverse? A cooperative project among several members of
Dr. Marc Cadotte’s lab aims to find out. Using combinations of annual forbs, we tested the impact
of varied resource availability and predictability on plant community traits and community
function. Plant communities varied by their level of phylogenetic relatedness, and water varied by
both amount and regularity of delivery. Individual plant traits and community response were
measured.
Undergraduate students mentored: > 10 (all volunteer)
Global Patterns of Plant Invasion
Do stressful ecosystems currently have less plant invasions than less stressful ecosystems? If so,
why? To answer this question, Dr. Marc Cadotte and I compiled a global database of plant
invasion data to determine patterns of invasion in climate-limited ecosystems worldwide. We found
that tundra and desert ecosystems are less invaded than all others. We also found that the identities
of plant invaders in deserts and tundras are unique.
Undergraduate students mentored: 8
Research credit (2)
Volunteer undergraduates (6)
Local Patterns of Plant Invasion
What happens when plant invasions collide? How do dominant invaders interact? Dr. Marc
Cadotte and I investigated the benefits and tradeoffs of different life-history strategies in the
invasion and interactions of two important shade-tolerant forest invaders of southern Ontario:
Alliaria petiolata and Vincetoxicum rossicum. Data from two field studies shows temporal niche
differentiation between species and complex intraspecific spatial interactions. A related
greenhouse experiment tested the effects of mycorrhizae, light, and relative density on interactions
between A. petiolata and V. rossicum.
Undergraduates mentored: 8
Research credit (2)
Volunteer undergraduates (6)
2008 Research Fellow Eastern Asia & Pacific Summer Institute, National Science Foundation
2004 – 2006 Post-Graduate Researcher University of California Riverside
1999 Research Assistant Gonzaga University

UNDERGRADUATE MENTORSHIP
2014 Emily Finstad, BIOD98 University of Toronto Scarborough
Thesis: “Global invasion patterns: Assessing the relationship between species richness and
invasive plant distributions.” Co-advised with Dr. Marc Cadotte
2013 Melissa Lucchetta, UTM Senior Internship University of Toronto Mississauga
CURRICULUM VITAE

Thesis: “GIS Spatial Mapping of Trails and Test Plots at Koffler Scientific Reserve.” Co-advised
with Dr. Art Weis.
2013 Emily Finstad, BIOD95 University of Toronto Scarborough
Thesis: “Global invasion patterns: The role of extrinsic factors on the spread of invasive plant
species.” Co-advised with Dr. Marc Cadotte
2013 Christopher Payette & Manrit Shahi, Senior Theses University of Toronto Mississauga
Thesis: “Potential for Restoration of Red Pine Plantations, Koffler Scientific Reserve at Jokers
Hill” (Unofficial Title). Co-advised with Dr. Monika Havelka
2013 Michell Selvarajah, BIOB98, BIOB99
Michell was in charge of all NutNet biomass processing and data entry for 2012, and updated our
global invasions database, plus other involvement. Co-advised with Dr. Marc Cadotte.
2012 Tiffany Cho, Senior Thesis McMaster University
Thesis: “The Direct Competitive Effects on the Growth of Two Invasive Species: Garlic Mustard
(Alliaria petiolata) and Dog-Strangling Vine (Vincetoxicum rossicum).” Co-advised with Dr. Marc
Cadotte.
2012 Michal Ton, BIOD99 University of Toronto Scarborough
Thesis: “Temporal niche partitioning in two invasive species.” Co-advised with Dr. Marc Cadotte.
2011 Michal Ton, BIOD98 University of Toronto Scarborough
Thesis: “Growing Pests: Laboratory Methods for Inducing Seed Germination in Two Invasive
Species.” Co-advised with Dr. Marc Cadotte.
Volunteer undergraduates, by project
Role of Phylogenetic Diversity: Fat Malagazou, Shahzil Sheikh, Thiviya Rajasekar, Thi Truong,
Apsara Syed, Menilek Beyene, Kaushar Kagzi, Antonio Lorenzo, Mandy Yuen, Michele Goh, Usman
Sultoni, and others.
Nutrient Network: Masom Mohammad, Letebrahn Ferrow, Zainab Haybe, Marylouisse Feliciano,
Swarma Satharuban, Tiffany Ramanathan, Tinhang Li, Aisha Abdurahman, Anika Naware, Aisha
Javed, Raymond Co, Michelle Feigis, Mariam Abdallrezzad, Adela Zeng, Lamia Akbar, Ryan Munroe,
Simone Yasui, Rebecca Paul, Sivajanani Sivarajah, Michael Ton, Alice Choi, Jie Chang, and others.
Restoration of Red Pine Plantations: Atish Pereira, Jeff Ngo
Global Patterns of Plant Invasion: Si Yuan Wang, Monaly Mistry, Nauman Malik, Thanara
Rajakulendran, Mathura Anandarajah, Lucy Ma
Local Patterns of Plant Invasion: Yasna Yusef, Grace Lin, Jie Chang, Rhokini Kunanesan, Jacky
Lee, Simone Yasui

TEACHING ASSISTANTSHIP
2009 Teaching Assistant, Department of Botany and Plant Sciences UC Riverside, CA
California’s Cornucopia (Nonmajors)

2002-2003, Teaching Assistant, Department of Botany and Plant Sciences UC Riverside, CA

2008 Foundations of Plant Science (majors)

2000 Washington State Secondary Education Certification Gonzaga University, Spokane, WA

Biology and English – Secondary Education

2000 Teaching Assistant, Department of Biology Gonzaga University, Spokane, WA

Ecology and Animal Behavior
1999 Teaching Assistant, Department of Biology Gonzaga University, Spokane, WA
Ecology and Animal Behavior
1999 Teaching Assistant, Department of Biology Gonzaga University, Spokane, WA
Genetics and Evolution
CURRICULUM VITAE

PROFESSIONAL ACTIVITY
Certified Hike Ontario Hike Leader, 2018
Certified in CPR, 2018
Volunteer Guided Walk Leader for the Rouge Urban National Park, 2018
Member of the Seneca College Environmental Technician Program Advisory Committee, 2012-2014
Peer review for Neobiota, Biological Invasions, Restoration Ecology, Journal of Applied Ecology, Canadian
Journal of Plant Science, Invasive Plant Science & Management and US Geological Survey, 2009-present
Member, Ontario Invasive Plant Council, 2009-2010
Member, educational speaker, and volunteer with the California Invasive Plant Council, 2002-2009
Graduate Student Representative on Botany and Plant Sciences Education Advisory Committee, 2008-2009
Graduate Student Representative for UC Riverside Registration Fee Committee, 2008-2009
Academic Affairs Officer for the College of Natural and Agricultural Sciences, 2006-2007
Participant in the first California Weed Risk Assessment Workshop, Oct. 2006
Member of Ecological Society of America, 2004-2006, 2008-2009
Member of the California Society for Ecological Restoration, 2005-2006
Member of the California Native Plant Society, 2006-2011
CURRICULUM VITAE

REFERENCES
Dr. Arthur Weis
Professor
Ecology and Evolutionary Biology,
University of Toronto
25 Willcocks Street,
Toronto, ON M5S 3B2
arthur.weis@utoronto.ca
Former Director of Koffler Scientific Reserve &
Supervisor

Dr. Aarthi Ashok

Associate Professor, Teaching Stream
Department of Biological Sciences
University of Toronto Scarborough
1265 Military Trail
Toronto, ON, M1C 1A4
aashok@utsc.utoronto.ca
Colleague

Dr. Michael Angilletta

Professor
School of Life Sciences
Arizona State University
P.O. Box 874501
Tempe, AZ 85287-4501
ma@asu.edu
Associate Director of Undergraduate Programs
Supervisor